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Student Achievement
Teacher Effectiveness
Qualities of Effective Teachers
Stronge and Associates Educational Consulting,
LLC
![Page 2: Student Achievement Teacher Effectiveness Qualities of Effective Teachers Stronge and Associates Educational Consulting, LLC.](https://reader036.fdocuments.us/reader036/viewer/2022062322/56649c6e5503460f949211a4/html5/thumbnails/2.jpg)
Stronge and Associates Educational Consulting,
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Opening Questions
1. Why are effective teachers so important?
2. What is an effective teacher?
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Stronge and Associates Educational Consulting,
LLC
Why are effective teachers so important?
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What factor had the largest effect on student achievement?
Mixed Ability Grouping?
Class Size?
Prior Achievement?
The Teacher?
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Stronge and Associates Educational Consulting,
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What factor had the largest effect on student achievement?
Mixed Ability Grouping? 4
Class Size? 3
Prior Achievement? 2
The Teacher? 1
Wright, Horn, & Sanders, http://www.sas.com/govedu/edu/ed_eval.pdf (1997)
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Influences on Student Achievement:Explained Variance
Students50%
Peers5-10%
School5-10%
Home5-10%
Teachers30%
Hattie, http://acer.edu.au/documents (2003)
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One-year Impact ofEffective vs.
Less Effective Teachers
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240 250 260 270 280
Actual Reading
240
250
260
270
280
Actual Reading Score
Pre
dic
ted
Rea
din
g S
core
Over-predicted: The prediction was 16 points higher than actual.
This student scored exactly as predicted.
Under-predicted: The prediction was 20 points lower than actual.
The majority of predictions are very accurate.
5th Grade Reading:Predicted vs. Actual
Stronge, Ward, & Grant, Journal of Teacher Education (2011)
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Teacher Achievement Indices: Reading
20.00 30.00 40.00 50.00 60.00 70.00
Reading TAI
0
10
20
30C
ou
nt
Stronge, Ward, & Grant, Journal of Teacher Education (2011)
Lower than predicted growth
Higher than predicted growth
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Dallas Research: Teacher Quality
Dallas, Texas data: 2800-3200 students per cohortComparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)
1st Grade 4th Grade0
10
20
30
40
50
60
70
80
90
100
Highly EffectiveIneffective
4th Grade Math Achievement
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Stronge and Associates Educational Consulting,
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Dallas Research: Teacher Quality
Dallas, Texas data: 2800-3200 students per cohortComparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)
1st Grade 4th Grade0
10
20
30
40
50
60
70
Highly EffectiveIneffective
4th Grade Reading Achievement
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Sequence of Effective Teachers
Low
High
52-54percentile
points difference
Low Low
High High
Sanders & Rivers (1996)
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Sequence of Effective Teachers
Low
High
13percentile
points difference
Low
High High
Sanders & Rivers (1996)
High
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Residual Effect
Two years of effective teachers could not remediate the achievement loss caused by one year with a poor teacher.
Mendro, Jordan, Gomez, Anderson, & Bembry (1998)
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Time in School Year Needed to Achieve the Same Amount of Learning
Leigh, Economics of Education Review (2010)
0 1/4 1/2 3/4 1
25th PercentileTeacher
75th PercentileTeacher
Years Needed
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Leigh, Economics of Education Review (2010)
Time in School Year Needed to Achieve the Same Amount of Learning
0 1/4 1/2 3/4 1
10th PercentileTeacher
90th PercentileTeacher
Years Needed
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Annual Student Achievement Gains
05
101520253035
Class Size Reduction: 24:1to 15:1
Teacher QualityImprovement: 75 vs. 25 %tile
Pe
rce
nti
le G
ain
Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. London: McKinsey & Company. Retrieved from http://www.mckinsey.com/locations/ukireland/publications/pdf/ Education_report.pdf; Stronge, J.H., Ward, T.J., Tucker, P.D., & Grant, L.W., in preparation
Teacher Quality Improvement: 25th vs. 75th percentile
Class Size Reduction: 24:1 to 15:1
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Spillover Effect
Jackon & Bruegmann, American Economic Journal: Applied Economics (2009)
Student achievement rises across a grade when a high-quality teacher comes on board: one-tenth to one-fifth the impact of replacing the students’ own teacher
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What is an effective teacher?
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The Enigma
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Qualities of Effective Teachers
The Person
Background
Prerequisites Classroom Management &
Instruction
Organizing for Instruction
Implementing Instruction
Job Responsibilities and Practices
EFFECTIVE TEACHERS
Monitoring Student
Progress & Potential
Stronge, Qualities of Effective Teachers, ASCD (2007)Diagram used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary
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Which teacher factor is a strong predictor of student achievement gains?
• Teacher experience
• Teacher level of education
• Type of teacher certification
X
X
X
Prerequisites of Effective Teachers
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Prerequisite Characteristics
3%
97%
PrerequisiteCharacteristics
Other TeacherCharacteristics
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Write a word or phrase to describe your most memorable teacher:
The Teacher as a Person
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Which of these qualities is closest to your response?
Used cooperative learning Gave great tests Maintained control of the classroom Had a major in mathematics Cared about me Made learning fun Pushed me to succeed
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The Teacher as a Person
• Caring
• Fairness & Respect
• Attitude
• Reflective Practice
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Stronge and Associates Educational Consulting,
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Qualities of Effective Teachers
The Person
Background
Prerequisites Classroom Management &
Instruction
Organizing for Instruction
Implementing Instruction
Job Responsibilities and Practices
EFFECTIVE TEACHERS
Monitoring Student
Progress & Potential
Stronge, Qualities of Effective Teachers, ASCD (2007)Diagram used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary
![Page 28: Student Achievement Teacher Effectiveness Qualities of Effective Teachers Stronge and Associates Educational Consulting, LLC.](https://reader036.fdocuments.us/reader036/viewer/2022062322/56649c6e5503460f949211a4/html5/thumbnails/28.jpg)
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The Bottom Line
Joe Carroll (1994)
“… nothing, absolutely nothing has happened in education until it has happened to a student”